Changing Graduation Requirements for a Changing World

What do high school graduates need to know and be able to do to be prepared for college and career? This is the fundamental question that state policy makers confront when determining minimum high school graduation requirements or assessing whether these requirements need to change to meet the needs of a rapidly evolving economy.

Three Ways to Use Equity-Focused Language When Communicating Student Performance Data

New performance data gets released. Without even seeing the data, what would you predict is the pattern? For over 20 years, since No Child Left Behind, we have seen the same, predictable performance differences. And for over 20 years, there’s been a desire to quickly compare data points, find bright spots and challenges, craft a narrative, and decide on next steps.

It’s a New Phase for the National Network

One objective within our Equitable Pathways to College and Career team is to highlight projects and initiatives that weave equity-driven practices into the fabric of our work. One such initiative is supported by the National Science Foundation (NSF)—NSF’s Eddie Bernice Johnson INCLUDES Initiative (NSF INCLUDES).

How Educators Can Embed Social-Emotional Learning and Trauma-Sensitive Practices Across Students’ Educational Experience

Many students today have experienced waves of trauma—from the pandemic, opioid crisis, racial injustice, poverty, inequality, violence, and more. Many, if not all, students and families are affected, and schools play a central role in providing critical supports.

Lessons for Equitably Scaling Deeper Learning

Thinking critically, working collaboratively, communicating effectively, learning how to learn—these are the types of deeper learning competencies that students will need to master to be successful in the rapidly evolving future of work and citizenship.

Rethinking How We Measure Student Progress to High School Graduation

Finishing more years of high school, and especially earning a diploma, is associated with a decreased risk of premature death, increased prospects for employment, and a higher lifelong earning potential.

Learning to Support Equitable School Transformation

As foundations grapple with how to advance equity, many are seeking to reimagine learning and evaluation in their grantmaking.

Measuring School Climate

Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?

Supporting Complex Networks Through Equity-Driven Practices

The imperatives facing public education right now, given all the issues laid bare by the pandemic and centuries of barriers systemically rooted in racism and White supremacy, require complex, intentional, equity- and relationally driven partnership approaches.

When Educators’ Needs Exceed the Research Base

“What does the research say?” Educators ask and are asked this question frequently. Appropriately, professionals are encouraged to look to the evidence base when they encounter a problem of practice.

Supporting Students With Significant Cognitive Disabilities and Support Needs as They Transition from High School

Researchers from SRI and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.

Supporting a Rural, First-Generation College Improvement Network

When a group of West Virginia educators set a goal of doubling the number of STEM college graduates statewide in a decade, they faced long odds.

Supporting low-income and Latinx students in STEM: Los Angeles City College’s STEM Pathways Program

Although nationally Latinx students declare majors in science, technology, engineering, and math (STEM) fields at similar rates as White students, our postsecondary education systems lose Latinx students along the way, resulting in disproportionately fewer Latinx STEM majors and degree holders.

Can Open Education Support Equity in Community Colleges?

SRI Education is working to fill the gap in evidence on changes in instruction from the use of open educational resources (OER) in community colleges. Building on the prior study of the OER Degree Initiative, we are investigating how the use of OER can enable what are sometimes called “open educational practices” (OEP) and equity-focused instruction in community college courses.

How Community Colleges Can Build Employability Skills for STEM Technicians

Over the past 2 decades, the United States has seen enormous growth in the science, technology, engineering, and mathematics (STEM) fields. This growth has been particularly strong for high skill technician jobs in technology and computer science, which offer a promising path to the middle class for many Americans.